Working Knowledge

This influential book establishes the enduring vocabulary and concepts in the burgeoning field of knowledge management. It serves as the hands-on resource of choice for companies that recognize knowledge as the only sustainable source of competitive advantage going forward. Drawing from their work with more than thirty knowledge-rich firms, Davenport and Prusak--experienced consultants with a track record of success--examine how all types of companies can effectively understand, analyze, measure, and manage their intellectual assets, turning corporate wisdom into market value. They categorize knowledge work into four sequential activities--accessing, generating, embedding, and transferring--and look at the key skills, techniques, and processes of each. While they present a practical approach to cataloging and storing knowledge so that employees can easily leverage it throughout the firm, the authors caution readers on the limits of communications and information technology in managing intellectual capital.

Skilled workers of the early nineteenth century enjoyed a degree of professional independence because workplace knowledge and technical skill were their "property," or at least their attribute. In most sectors of today's economy, however, it is a foundational and widely accepted truth that businesses retain legal ownership of employee-generated intellectual property. In Working Knowledge, Catherine Fisk chronicles the legal and social transformations that led to the transfer of ownership of employee innovation from labor to management. This deeply contested development was won at the expense of workers' entrepreneurial independence and ultimately, Fisk argues, economic democracy. By reviewing judicial decisions and legal scholarship on all aspects of employee-generated intellectual property and combing the archives of major nineteenth-century intellectual property-producing companies--including DuPont, Rand McNally, and the American Tobacco Company--Fisk makes a highly technical area of law accessible to general readers while also addressing scholarly deficiencies in the histories of labor, intellectual property, and the business of technology.

The human sciences in the English-speaking world have been in a state of crisis since the Second World War. The battle between champions of hard-core scientific standards and supporters of a more humanistic, interpretive approach has been fought to a stalemate. Joel Isaac seeks to throw these contemporary disputes into much-needed historical relief. In Working Knowledge he explores how influential thinkers in the twentieth century's middle decades understood the relations among science, knowledge, and the empirical study of human affairs. For a number of these thinkers, questions about what kinds of knowledge the human sciences could produce did not rest on grand ideological gestures toward "science" and "objectivity" but were linked to the ways in which knowledge was created and taught in laboratories and seminar rooms. Isaac places special emphasis on the practical, local manifestations of their complex theoretical ideas. In the case of Percy Williams Bridgman, Talcott Parsons, B. F. Skinner, W. V. O. Quine, and Thomas Kuhn, the institutional milieu in which they constructed their models of scientific practice was Harvard University. Isaac delineates the role the "Harvard complex" played in fostering connections between epistemological discourse and the practice of science. Operating alongside but apart from traditional departments were special seminars, interfaculty discussion groups, and non-professionalized societies and teaching programs that shaped thinking in sociology, psychology, anthropology, philosophy, science studies, and management science. In tracing this culture of inquiry in the human sciences, Isaac offers intellectual history at its most expansive.

A number of years ago, Douglas Harper moved to northern New York to teach in a small college. Upon his arrival there his department chairman noted his eight-year-old Saab and said, "You'll be meeting Willie." Haper spent the next years establishing not only a working relationship but a friendship with Willie. In Working Knowledge, he introduces us to Willie, a mechanic and jack-of-all-trades. With this engaging and insightful profile—part biography, part ethnography, and part photo essay—Harper documents what Willie does and how he does it. Harper's dignified portrait captures a disappearing feature of modern life—the essential human factor in the world of work.

Based on five years of research in high school and community college programs, this book explores the potential for using work-based learning as part of a broad education reform strategy.

Working with Paper builds on a growing interest in the materials of science by exploring the gendered uses and meanings of paper tools and technologies, considering how notions of gender impacted paper practices and in turn how paper may have structured knowledge about gender. Through a series of dynamic investigations covering Europe and North America and spanning the early modern period to the twentieth century, this volume breaks new ground by examining material histories of paper and the gendered worlds that made them. Contributors explore diverse uses of paper—from healing to phrenological analysis to model making to data processing—which often occurred in highly gendered, yet seemingly divergent spaces, such as laboratories and kitchens, court rooms and boutiques, ladies’ chambers and artisanal workshops, foundling houses and colonial hospitals, and college gymnasiums and state office buildings. Together, they reveal how notions of masculinity and femininity became embedded in and expressed through the materials of daily life. Working with Paper uncovers the intricate negotiations of power and difference underlying epistemic practices, forging a material history of knowledge in which quotidian and scholarly practices are intimately linked.

Unlock your company’s true potential by eliminating knowledge work waste that’s hiding in plain sight. Back in 1987, Nobel laureate Robert Solow quipped, “You can see the computer age everywhere but in the productivity statistics.” This costly condition soon became known as the “productivity paradox.” Why does it persist today? Why do knowledge workers spend a third of their days on needless correction, avoidable work and overservice, despite existing office technology that could help, even automate, their actions? And why does nobody notice? The answers—and solutions—are in this book. The Knowledge Work Factory uncovers the well-intentioned waste that hides in plain sight within virtually every organization. It reveals the ingrained perceptual biases that trick our brains into accepting the status quo and missing breakthrough opportunities. It draws stunning parallels to industrial production, which cracked this very code over 100 years ago. Most importantly, it gives you an easy-to-follow, one-stop guide to boost efficiency, productivity, and morale among the very knowledge workers who struggle under the burden of the productivity paradox. Discover your organization’s true, untapped capacity. Maximize the productivity of every single knowledge worker. Uncover “better-than-best practices.” Reap benefits that drop straight to the bottom line. The power is in your hands—with The Knowledge Work Factory.

This is the enhanced, augmented and updated 2nd edition 2021. The Shipbroker’s working knowledge is a book for employees involved in the shipping industry and particularly those dealing or about to deal with the chartering of dry cargo ships. It provides personal knowledge that the author gained during the performance of his duties in the various departments of shipping agencies.

Knowledge Networks describes the role of networks in the knowledge economy, explains network structures and behaviors, walks the reader through the design and setup of knowledge network analyses, and offers a step by step methodology for conducting a knowledge network analysis.

This book describes and analyzes the current state of work-based learning in the US. It begins with a review of the history of work-based learning and its place in policy-making around school reform, which establishes the theoretical and empirical basis for the rest of the book. Based on over five years of research on work-based learning in high school and community college programs across the country, it explores the potential for using work-based learning as part of a broad education reform strategy. The authors emphasize the importance of situated learning in understanding work-based learning and in creating engaging and educational experiences for youth.